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Kimberly L. Oliver and Rosary Lalik

Drawing on poststructuralism and related theoretical perspectives, we worked in girls’ physical education classes to examine the development and implementation of a curriculum strand focusing on girls’ bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th–12th grade rural high school in the southern United States. We collected data during the 2000–2001 school year in three girls’ physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.

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Katherine Sveinson, Larena Hoeber, and Caroline Heffernan

Critical discourse analysis (CDA) is a theory, methodology, and type of analysis used across various fields, including linguistics, sociology, and philosophy. CDA focuses on how language is used; discourses are found within language, and knowledge is created through these discourses. CDA can be beneficial to sport management scholars who seek to question existing power structures. The purpose of this paper was to highlight the value and appropriateness of CDA for Journal of Sport Management readers in an effort to see this approach become more prevalent in the journal. The authors shared their perspectives about the lack of critical qualitative methodologies in Journal of Sport Management, presented theoretical foundations of CDA, showcased its application in sport management studies, and explored four theoretical, methodological, and analytical approaches for future use. The authors also provided suggestions for scholars to adopt discourse-related methodologies to enhance knowledge creation in their field. Finally, the authors acknowledged the limitations of this approach.

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Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith

behaviors based on research findings) and traditional/craft (i.e., focus on learning from excellent role models in schools) orientations to teacher education, relatively progressive DSs are also more likely to be attracted by Zeichner’s ( 1983 ) critical-inquiry orientation (i.e., focus on producing

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Richard I. Tinning

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

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Elizabeth B. Delia

As global sponsorship spending increases, so too do efforts to gauge effects of sponsorship. However, much of the sponsorship literature to date has emphasized the influence of sponsorship from a business perspective, thus neglecting to address the social and psychological influence of sponsorship on the consumer. Reasoning that such deep levels of consumer inquiry cannot be accomplished through (post)positivist inquiry, I pursue an interpretive ethnographic mode of inquiry, using Syracuse University fandom as a case study. In doing so, I engage in reflexive autobiography as a method of critical inquiry to interrogate my own (personal, professional, and academic) experience with sponsorship (specifically, facility naming rights) as a Syracuse fan. Through this introspection, I discover my perception of and connection to the sponsor are inherently complex, as I possess a subconscious yet meaningful attachment to the sponsor that contributes to my overall well-being.

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Samantha M. Ross, Kathleen McCarty, Bridgette M. Schram, and Layne Case

socially critical approaches. As part of this discussion, the authors explore how physical education teacher education professionals are prepared (or not) to practice critical inquiry and confront “healthism” within school curricula to enact social change. While authors draw on gender and body size as

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Chan Woong Park and Matthew D. Curtner-Smith

Current orientation to PETE Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional/craft, critical inquiry Behavioristic, traditional

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John Williams and Shane Pill

Curriculum, Assessment and Reporting Authority to include Asian perspectives in teaching, particular to the AC: HPE are five key ideas or propositions, one of which is Include a critical inquiry approach . This key idea “… engages students in critical inquiry processes that assist students in researching

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Chrysostomos Giannoulakis

leading to the realization of a sport venue is presented through feasibility studies, cost estimation and budgeting, factors for selecting a proper site, design phase, construction process, and facility insurance. Throughout these steps, the authors pose critical inquiries and challenges that sport

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Priscila Alfaro-Barrantes, Brittany L. Jacobs, and Brian Wendry

Historically, higher education has prioritized a system of recitation and memorization ( The history behind Harvard University, n.d. ). As higher education evolved, recitation and memorization were replaced with discussions and readings that promoted deep thought and critical inquiry. Scholars